Skip to content
Class Notes

Lecture Notes for Your Interpersonal Communication , 1st Edition

Lecture Notes for Your Interpersonal Communication , 1st Edition simplifies complex topics with easy-to-understand notes.

Preview 31 of 105 pages

See the first 31 pages exactly as they appear in the document.

  1. Page 1
    Read page 1 as text

    Instructor’s Manual for Mottet, Vogl - Bauer, Houser Your Interpersonal Communication Instructor’s Manual prepared by Meredith Marko Harrigan State University of New York at Geneseo Test Bank prepared by Katrina M. Eicher Elizabethtown Community & Technical College

  2. Page 2
  3. Page 3
    Read page 3 as text

    i Table of Contents Preface ................................ ................................ ................................ ................................ ................................ ....... v Sample Syllabus ................................ ................................ ................................ ................................ ................... vii Movie Choices ................................ ................................ ................................ ................................ ......................... x Sample Course Schedules ................................ ................................ ................................ ................................ xii Tentative Course Schedule (15 week) ................................ ................................ ................... xii Tentative Course Schedule (12 week) ................................ ................................ .................. xiii Instructor’s Manual ................................ ................................ ................................ .............................. 1 Chapter 1: Interpersonal Communication and Personality ................................ ................... 3 Learning Objectives ................................ ................................ ................................ ............... 3 Concise Chapter Summary ................................ ................................ ................................ .... 3 Sample Answers for Discussion Questions (p. 29) ................................ ............................. 3 Activities and Assignments ................................ ................................ ................................ ... 8 Chapter 2: Understanding Self, Personality, and Communication ................................ ...... 11 Learning Objectives ................................ ................................ ................................ ............. 11 Concise Chapter Summary ................................ ................................ ................................ .. 11 Sample Answers for Discussion Questions (p. 59) ................................ ........................... 12 Activities and Assignments ................................ ................................ ................................ . 15 Chapter 3: Understanding Your Perceptions of Others ................................ ....................... 17 Learning Objectives ................................ ................................ ................................ ............. 17 Concise Chapter Summary ................................ ................................ ................................ .. 17 Sample Answers for Discussion Questions (p. 87) ................................ ........................... 17 Activities and Assignments ................................ ................................ ................................ . 20 Chapter 4: Accessing and Developing Verbal Message Skills ................................ .............. 23 Learning Objectives ................................ ................................ ................................ ............. 23 Concise Chapter Summary ................................ ................................ ................................ .. 23 Sample Answers for Discussion Questions (p. 115) ................................ ......................... 23 Activities and Assignments ................................ ................................ ................................ . 27 Chapter 5: Understanding, Assessing, and Developing Nonverbal Messages .................... 31 Learning Objectives ................................ ................................ ................................ ............. 31 Concise Chapter Summary ................................ ................................ ................................ .. 31 Sample Answers for Discussion Questions (p. 149) ................................ ......................... 31 Activities and Assignments ................................ ................................ ................................ . 36 Chapter 6: Assessing and Developing Listening and Responding Skills ............................. 41 Learning Objectives ................................ ................................ ................................ ............. 41 Concise Chapter Summary ................................ ................................ ................................ .. 41 Sample Answers for Discussion Questions (p. 177) ................................ ......................... 41 Activities and Assignments ................................ ................................ ................................ . 44 Chapter 7: Emotions and Communication ................................ ................................ ............ 47 Learning Objectives ................................ ................................ ................................ ............. 47 Concise Chapter Summary ................................ ................................ ................................ .. 47 Sample Answers for Discussion Questions (p. 203) ................................ ......................... 47 Activities and Assignments ................................ ................................ ................................ . 51

  4. Page 4
    Read page 4 as text

    ii Chapter 8: Conflict in Relationships: Awareness to Resolution ................................ .......... 53 Learning Objectives ................................ ................................ ................................ ............. 53 Concise Chapter Summary ................................ ................................ ................................ .. 53 Sample Answers for Discussion Questions (p. 232) ................................ ......................... 54 Activities and Assignments ................................ ................................ ................................ . 60 Chapter 9: Understanding Relationships ................................ ................................ .............. 65 Learning Objectives ................................ ................................ ................................ ............. 65 Concise Chapter Summary ................................ ................................ ................................ .. 65 Sample Answers for Discussion Questions (p. 257) ................................ ......................... 65 Activities and Assignments ................................ ................................ ................................ . 68 Chapter 10: Self - Disclosure and Intimacy in Relationships ................................ ................. 71 Learning Objectives ................................ ................................ ................................ ............. 71 Concise Chapter Summary ................................ ................................ ................................ .. 71 Sample Answers for Discussion Questions (p. 281) ................................ ......................... 71 Activities and Assignments ................................ ................................ ................................ . 74 Chapter 11: Family and Friend Relationships ................................ ................................ ...... 77 Learning Objectives ................................ ................................ ................................ ............. 77 Concise Chapter Summary ................................ ................................ ................................ .. 77 Sample Answers for Discussion Questions (p. 305) ................................ ......................... 77 Activities and Assignments ................................ ................................ ................................ . 79 Chapter 12: Workplace Relationships ................................ ................................ ................... 83 Learning Objectives ................................ ................................ ................................ ............. 83 Concise Chapter Summary ................................ ................................ ................................ .. 83 Sample Answers for Discussion Questions (p. 327) ................................ ......................... 83 Activities and Assignments ................................ ................................ ................................ . 85 Chapter 13: Interpersonal Communication Research ................................ .......................... 87 Learning Objectives ................................ ................................ ................................ ............. 87 Concise Chapter Summary ................................ ................................ ................................ .. 87 Sample Answers for Discussion Questions (p. 343) ................................ ......................... 87 Activities and Assignments ................................ ................................ ................................ . 89 Test Bank ................................ ................................ ................................ ................................ ............... 91 Chapter 1 Test Bank ................................ ................................ ................................ ................ 93 1 - 1 Multiple Choice Questions ................................ ................................ ........................... 93 1 - 2 True/False Questions ................................ ................................ ................................ . 101 1 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 102 1 - 4 Essay Questions ................................ ................................ ................................ .......... 105 Chapter 2 Test Bank ................................ ................................ ................................ .............. 109 2 - 1 Multiple Choice Questions ................................ ................................ ......................... 109 2 - 2 True/False Questions ................................ ................................ ................................ . 115 2 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 117 2 - 4 Essay Questions ................................ ................................ ................................ .......... 119

  5. Page 5
    Read page 5 as text

    iii Chapter 3 Test Bank ................................ ................................ ................................ .............. 123 3 - 1 Multiple Choice Questions ................................ ................................ ......................... 123 3 - 2 True/False Questions ................................ ................................ ................................ . 129 3 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 130 3 - 4 Essay Questions ................................ ................................ ................................ .......... 132 Chapter 4 Test Bank ................................ ................................ ................................ .............. 135 4 - 1 Multiple Choice Questions ................................ ................................ ......................... 135 4 - 2 True/False Questions ................................ ................................ ................................ . 141 4 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 143 4 - 4 Essay Questions ................................ ................................ ................................ .......... 145 Chapter 5 Test Bank ................................ ................................ ................................ .............. 149 5 - 1 Multiple Choice Questions ................................ ................................ ......................... 149 5 - 2 True/False Questions ................................ ................................ ................................ . 155 5 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 156 5 - 4 Essay Questions ................................ ................................ ................................ .......... 159 Chapter 6 Test Bank ................................ ................................ ................................ .............. 163 6 - 1 Multiple Choice Questions ................................ ................................ ......................... 163 6 - 2 True/False Questions ................................ ................................ ................................ . 169 6 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 170 6 - 4 Essay Questions ................................ ................................ ................................ .......... 173 Chapter 7 Test Bank ................................ ................................ ................................ .............. 177 7 - 1 Multiple Choice Questions ................................ ................................ ......................... 177 7 - 2 True/False Questions ................................ ................................ ................................ . 183 7 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 184 7 - 4 Essay Questions ................................ ................................ ................................ .......... 187 Chapter 8 Test Bank ................................ ................................ ................................ .............. 191 8 - 1 Multiple Choice Questions ................................ ................................ ......................... 191 8 - 2 True/False Questions ................................ ................................ ................................ . 196 8 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 198 8 - 4 Essay Questions ................................ ................................ ................................ .......... 200 Chapter 9 Test Bank ................................ ................................ ................................ .............. 203 9 - 1 Multiple Choice Questions ................................ ................................ ......................... 203 9 - 2 True/False Questions ................................ ................................ ................................ . 209 9 - 3 Completion (fill - in - the - blank) Questions ................................ ................................ . 210 9 - 4 Essay Questions ................................ ................................ ................................ .......... 213 Chapter 10 Test Bank ................................ ................................ ................................ ............ 217 10 - 1 Multiple Choice Questions ................................ ................................ ....................... 217 10 - 2 True/False Questions ................................ ................................ ............................... 223 10 - 3 Completion (fill - in - the - blank) Questions ................................ ............................... 225 10 - 4 Essay Questions ................................ ................................ ................................ ........ 227 Chapter 11 Test Bank ................................ ................................ ................................ ............ 231 11 - 1 Multiple Choice Questions ................................ ................................ ....................... 231 11 - 2 True/False Questions ................................ ................................ ............................... 237 11 - 3 Completion (fill - in - the - blank) Questions ................................ ............................... 239 11 - 4 Essay Questions ................................ ................................ ................................ ........ 241

  6. Page 6
    Read page 6 as text

    iv Chapter 12 Test Bank ................................ ................................ ................................ ............ 245 12 - 1 Multiple Choice Questions ................................ ................................ ....................... 245 12 - 2 True/False Questions ................................ ................................ ............................... 251 12 - 3 Completion (fill - in - the - blank) Questions ................................ ............................... 253 12 - 4 Essay Questions ................................ ................................ ................................ ........ 255 Chapter 13 Test Bank ................................ ................................ ................................ ............ 259 13 - 1 Multiple Choice Questions ................................ ................................ ....................... 259 13 - 2 True/False Questions ................................ ................................ ............................... 265 13 - 3 Completion (fill - in - the - blank) Questions ................................ ............................... 266 13 - 4 Essay Questions ................................ ................................ ................................ ........ 269

  7. Page 7
    Read page 7 as text

    v Preface Greetings Professor! The Instructor’s Manual for Your Interpersonal Communication was created to be a helpful and easy - to - use pedagogical tool as you begin your journey teaching the Interpersonal Communication course with this new textbook . The goal of this preface is to introduce you to the content and style of this resource . In each chapter has five key pieces of information: First, you will find the chapter objectives. This list of objectives will inform you of the main learning goals the authors have set for the chapter. This same list is also found on the opening page of each corresponding chapter in the textbook. Second, you will find a concise summary of the chapter. Each summary introduces the subject matter of the chapter and various topic areas of importance to each subject matter. As you will see, the chapter summary aligns well with the chapter objectives. Third, you will find an informative but concise sample answer to each of the discussion questions that appear on the final page of the corresponding chapter. These answer s include the specific talking points that students are expected to address in a short answer exam question, journal entry, or take - home essay exam. Fourth, examples of activities and assignments you might use to supplement your lectures in order to help your students engage in active learning. S ome of these activities and assignments may work well in class while others are designed to be completed by the student outside of class. Moreover, the activities and assignments vary in time required for completion; utilize a variety of resources ranging from face - to - face interviews to online sources; target a range of learning styles; and require a variety of skills including reflection, application, and analysis. As you will see, the vast majority of assignments are written targeting the student as the reader . This style make s the process of implementation easier for you. You will also notice that for some activities or assignments, there is a “Professor’s Note” in the directions. These notes offer advice for helping you successfully implement the assignment. Please feel free to expand, shorten, or modify each activity or assignment based to fit your needs and the dynamics of your class. Finally, this resource concludes with the Test Bank. Y ou will find 30 multiple choice, 10 true/false, 15 completion, and 5 essay questions , which assess students’ knowledge at the factual, conceptual, and applied levels for each chapter of the textbook. You will find that questions are taken from almost every secondary heading of the textbook (marked in green) to ensure that each concept is covered somewhat equally. Essay questions are often — but not always — taken directly or indirectly from the “Checking Your Understanding” box at the end of each chapter section, giving students a built - in study

  8. Page 8
    Read page 8 as text

    vi guide for exams. These same questions are also available in Pearson’s electronic test generating website, MyTest. This flexible, online test - generating software includes all questions found in the Test Bank section of the printed Instructor’s Manual. This computerized software allows instructors to create their own personalized exams, to edit any or all of the existing test questions, and to add new questions. Other special features of this program include random generation of test questions, creation of alternative versions of the same test, scrambling of question sequence, and test preview before printing. Available at www.pearsonmytest.com , you will need a passw ord from your local Pearson Representative. Separate from this resource there are PowerPoint ™ Presentations for each chapter of the book. Use them as a chapter outline or for the basis of your lecture. The package also features selected f igures and imag es from the book! Available for download at www.pearsonhighered.com/irc , you will also need to register for an access code . We hope you find this collection of resources useful in the planning and execution of your Interpersonal Communication course. May your journey into the study of interpersonal communication be exciting, rich, adventurous, and take you places you didn’t expect to go! Best wishes! Meredith Marko Harrigan Katrina M. Eicher Jason Pasqua Instructor’s Manual Test Bank PowerPoin t ™

  9. Page 9
    Read page 9 as text

    vii Sample Syllabus COURSE NUMBER : COURSE TITLE Instructor: Office: Office Hours: Phone: Email: Required Text: Y our Interpersonal Communication, 1/e, © 2013 Pearson Education, Inc. Course Descriptio n: This course is designed to provide students with basic knowledge about interpersonal communication theory and practice. It creates awareness of the role personality plays in the communication process. Students will be introduced to basic models, definitions, and approaches to interpersonal communication. Some areas presented include perception, self - concept, perception, verbal and nonverbal communication, listening, conflict, emotion, self - disclosure, and intimacy. The course is designed to help students achieve greater levels of communication competence in their family relationships, friendships, and workplace relationships. Learning Objectives: Upon completion of this course one should be able to:  Articulate the transactional nature of communication .  Define interpersonal communication .  Articulate how communication affects and reflects interpersonal relationships .  Articulate the role of personality in interpersonal relationships .  Articulate the role of nature and nurture in interpersonal relationships .  Explain interpersonal communication through various theoretical perspectives .  Explain numerous interpersonal communication constructs .  Critically examine others’ interpersonal communicative experiences .  Critically examine personal communicative choices . Course Activities: Percentage of Course Grade Think Pieces (average of 3) 25% Film Application and Critique 25% Midterm Exam 20% Final Exam 30%

  10. Page 10
    Read page 10 as text

    viii Description of Activities: Think Pieces – Think Pieces keep you active and engaged with the course material between exams, provide you with an opportunity to read material beyond your text, and allow you to reflect and comment on complex and thought - provoking issues. Think Pieces also provide you with the opportunity to practice and improve your writing, application, and critical thinking abilities. Each student will be asked to comment in writing on three issues, questions, or readings. All responses must be typed, double - spaced, 3 - 4 pages in length, written in standard paragraph form, submitted in hardcopy form, include an introduction and conclusion, and follow APA 6 th edition guidelines in form and citation style. Please see the course calendar for relevant dates. Grading Each Think Piece will be graded out of twenty - five points and transformed into a percentage grade (i.e., 23/25 = 92%). At the end of the semester, I will average your three scores and this average will count as your Think Piece grade. The point allocation will be based on the following three categories: Quality of response (0 - 15 points) • Did the writer complete all aspects of the assignment? • Does it appear that the writer put careful thought into his or her commentary? • Is the commentary easy to understand? • Is the commentary detailed and well - supported? • Is the commentary the appropriate length in pages? Application of course material (0 - 5 points) • Did the writer apply at least two course concepts within her or his commentary? • Did the writer preview the concepts for the reader? • Are the concepts applicable? • Is the application of material clear? • Is the application of material accurate? • Is the application well - integrated? Writing Skills (0 - 5 points) • Did the writer follow APA 6 th edition guidelines for form? • Did the writer cite material when necessary? • Did the writer follow APA 6 th edition guidelines when citing in - text and on the reference page? • Did the writer proofread her or his response for spelling and grammar errors?

  11. Page 11
    Read page 11 as text

    ix Film Application and Critique – This project is designed to give you the opportunity to apply course material to a mediated example of interpersonal communication and come to appreciate the practical nature of our course material. Each student will engage in an in - depth analysis and written critique of a mediated example of interpersonal communication. All case studies must be typed, double - spaced, 10 pages maximum in length, written in standard paragraph form, submitted in hardcopy form, include an introduction and conclusion, and follow APA 6 th edition guidelines in and citation style. Procedure: ❖ Choose a movie for your analysis from the list provided. ❖ Watch the movie in its entirety as many times as necessary to address each part of this assignment. ❖ Following the guidelines of formal writing and using course terminology and text from the movie, prepare a paper addressing each of the following topics: o Choose one character upon which to focus. Describe what you believe is this character’s self - concept. Describe their level of self - esteem. What factors lend insight to the development and negotiation of this character’s self - concept? Provide examples. o Choose a scene that involves interpersonal communication. How does the language used by the characters in this scene function at the pragmatic level? How did men and women use conversation rituals differently? How did characters’ culture influence their verbal messages? o Choose a scene that involves interpersonal communication and analyze the characters’ nonverbal communication. What channels of nonverbal communication were active? Provide specific examples. How did culture, gender, or technology impact the encoding or decoding of the nonverbal messages? o Choose a scene that involves the expression of emotions. What social emotions were experienced? Assess the characters’ emotional communication. o Choose a scene that involves conflict. Would you describe the conflict as constructive or destructive? Why? Provide examples of confirming or disconfirming messages characters sent to one another. o Choose four other concepts we studied this semester and discuss how they were active in this movie. o Assume the position of an interpersonal communication consultant. Based on what you have learned this semester, make specific and thoughtful recommendations for

  12. Page 12
    Read page 12 as text

    x how one character in this movie might improve his or her level of interpersonal communication competence. Include this as your final point of discussion. Grading: Each of the above topic areas will be graded on a scale of 1 - 4 points for a total of 32 points. The calculation of points will then be transformed into a percentage grade (e.g., if you earn 30 out of 32 points you will earn a 93.75% or an A. Grading Rubric for Topic Areas 1 point – The author addressed less than half of the sub - questions. The author’s analysis is unclear and inaccurate. The author did not implement course concepts into his or her analysis. The author did not implement illustrations from the movie to support his or her argument. 2 points - The author addressed some but not all of the sub - questions. Or, the author provides little clarity or accuracy in regard to all the sub - questions. The author implemented few course concepts into his or her analysis. Or, the author’s application of course material is unclear or inaccurate. The author provided few illustrations from the movie to support his or her argument. Or, the author’s use of illustrations is unclear or inaccurate. 3 points - The author provided a relatively clear and accurate analysis of the vast majority of or all sub - questions. The author provided a relatively clear and accurate analysis as the result of using some course terminology. The author provided some clear and accurate illustrations from the movie to support his or her argument. 4 points - The author clearly and accurately addressed all sub - questions. The author clearly and accurately used a large variety of course terminology in their analysis. The author clearly and accurately used text from the movie to illustrate his or her argument. Movie Choices Pretty Woman Liar Liar Erin Brockovich When Harry Met Sally Jerry Maguire Do the Right Thing Coming to America Simon Birch As Good as it Gets Dangerous Minds Good Will Hunting Mr. Holland’s Opus Patch Adams Top Gun Pay it Forward Almost Famous Waiting to Exhale You’ve Got Mail Hope Floats Rain Man Notting Hill American Beauty Boys Don’t Cry Mrs. Doubtfire My B est Friend’s Wedding Sleepless in Seattle Stepmom Beautiful Girls What Women Want In the Bedroom John Q A Beautiful Mind I am Sam Dirty Dancing Can’t Buy Me Love Meet the Parents

  13. Page 13
    Read page 13 as text

    xi You’ve Got Mail Bridget Jones’ Diary Big Daddy Tommy Boy Return to Me Monster’s Ball Titanic Chocolat Friday Dumb and Dumber The Sound of Music Sweet Home Alabama Hitch 50 First Dates Mona Lisa’s Smile The Royal Tenenbaums My Big Fat Greek Wedding Bend it Like Beckham Anger Management Sweetest Thing Wedding Planner Along Came Polly Maid in Manhattan Shallow Hal 10 Things I Hate about You One Fine Day Ray Reality Bites Grease Legally Blond Mean Girls Breakfast Club The Notebook Never Been Kissed Mr. and Mrs. Smith Ever After Sex and the City Valentine’s Day Julie and Julia He’s Just Not That Into Y ou

  14. Page 14
    Read page 14 as text

    xii Sample Course Schedules Tentative Course Schedule (15 week) Week Topic and Assignment Readings 1 Introduction to Course Overview of Syllabus Icebreaker 2 Interpersonal Communication and Personality Pages 1 - 29 3 Understanding Self, Personality, and Communication Pages 30 - 59 4 Understanding Your Perceptions of Others Think Piece #1 Due Pages 60 - 87 5 Assessing and Developing Verbal Message Skills Pages 88 - 115 6 Understanding, Assessing, and Developing Nonverbal Messages Pages 116 - 149 7 Assessing and Developing Listening and Responding Skills Think Piece #2 Due Pages 150 - 177 8 Emotions and Communication Pages 178 - 203 9 Exam 1: Midterm Introduce Film Application and Critique Assignment 10 Conflict in Relationships: Awareness to Resolution Pages 204 - 233 11 Understanding Relationships Think Piece #3 Due Pages 234 - 257 12 Self - Disclosure and Intimacy in Relationships Pages 258 - 281 13 Family and Friend Relationships Workplace Relationships Pages 282 - 327 14 Interpersonal Communication Research Film Application and Critique Assignment Due Pages 328 - 343 15 Exam 2: Final Examination

  15. Page 15
    Read page 15 as text

    Your Interpersonal Communication , First Edition xiii Tentative Course Schedule (12 week) Week Topic and Assignment Readings 1 Introduction to Course Overview of Syllabus Icebreaker Interpersonal Communication and Personality Pages 1 - 29 2 Understanding Self, Personality, and Communication Pages 30 - 59 3 Understanding Your Perceptions of Others Think Piece #1 Due Pages 60 - 87 4 Assessing and Developing Verbal Message Skills Understanding, Assessing, and Developing Nonverbal Messages Pages 88 - 149 5 Assessing and Developing Listening and Responding Skills Emotions and Communication Think Piece #2 Due Pages 150 - 203 6 Exam 1: Midterm Exam Introduce Film Application and Critique Assignment 7 Conflict in Relationships: Awareness to Resolution Pages 204 - 233 8 Understanding Relationships Think Piece #3 Due Pages 234 - 257 9 Self - Disclosure and Intimacy in Relationships Pages 258 - 281 10 Family and Friend Relationships Workplace Relationships Pages 282 - 327 11 Interpersonal Communication Research Film Application and Critique Due Pages 328 - 343 12 Exam 2: Final Examination

  16. Page 16
  17. Page 17
    Read page 17 as text

    Your Interpersonal Communication , First Edition 1 Instructor’s Manual Meredith Marko Harrigan State University of New York at Geneseo

  18. Page 18
    Read page 18 as text

    Instructor’s Manual 2

  19. Page 19
    Read page 19 as text

    Your Interpersonal Communication , First Edition 3 Chapter 1: Interpersonal Communication and Personality Learning Objectives In this chapter, you will help students understand 1. How interpersonal communication is defined and how both your biology and culture influence your interpersonal communication. 2. The components of the communication process: source, receiver, messages, channels, noise, feedback, and context. 3. The difference between the content and relational levels of interpersonal communication. 4. How to define and explain the five communication traits that make up the Big Five model of personality. 5. How your biology and personality influence your communication and the development of your communication skills and behaviors. 6. The six interpersonal communication motives and how these motives influence the communication in your relationships. Concise Chapter Summary This chapter sets the foundation for the study of interpersonal communication by introducing the reader to key definitions, models, characteristics, and influential factors associated with the communication process. Importantly, the chapter establishes the authors’ unique approach to the study of interpersonal communication — that personality is an impactful variable in the communication process. Upon concluding this chapter, the reader should have the theoretical basis to begin their sophisticated journey into the exploration of interpersonal communication. Sample Answers for Discussion Questions (p. 29) 1. How is interpersonal communication defined , and what does it mean when researchers say that your interpersonal communication is part nature and part nurture? Interpersonal communication is a transactional process that occurs when two people use verbal and nonverbal messages to create understanding and to influence each other to manage the relationship. This definition highlights three important

  20. Page 20
    Read page 20 as text

    Instructor’s Manual 4 characteristics of the communication process. These are: (a) communication is a transactional process, (b) communication occurs through verbal and nonverbal channels, (c) communication is a dynamic process. First, to call communication a transactional process is to argue that creating a sense of shared meaning is its core objective. In other words, meaning does not rest in either the sender or receiver; instead, it is negotiated between communicators. Second, meaning can be constructed through the use of verbal and/or nonverbal channels. This principle illustrates that communication is complex in that it is not only language that influences the construction of meaning; nonlinguistic means such as time, space, body language, appearance, and facial expressions also play a significant role. Finally, the fact that communication is a dynamic process reminds us that relationships are always being transformed. Thus, we are constantly in the process of negotiating both our individual identities and relational realities. To argue that interpersonal communication is part nature and part nurture reminds us that multiple factors simultaneously influence the communication process. We use the term “nature” to label influential factors that are biological or innate to us as human beings. An example of an innate factor is our personality. In contrast, we use the term “nurture” to label influential factors that are learned through the socialization process. An example of a learned factor is our cultural value for individualism or collectivism. 2. What are the components of the interpersonal communication process? There are seven main components of the interpersonal communication process. They are: (a) source, (b) receiver, (c) messages, (d) channels, (e) noise, (f) feedback, and (g) context. First, source refers to the initiator of the communication process; that is, the person who wants to send a message to another person. In order to initiate the communication process, the source must transfer their thought into a verbal or nonverbal code to be sent to a recipient through a process known as encoding. Second, the receiver is the recipient of the message that was encoded by the source. In order to continue the communication, the receiver must transfer the verbal or nonverbal code into a thought through a process called decoding. Third, messages are those meanings that are being transferred from the source to the receiver. Messages can take a verbal or nonverbal form. Fourth, channels refer to the mediums that sources and receivers use to carry their messages to one another. The five senses (sight, sound, touch, tast e, and smell) exemplify the five basic channels. Fifth, noise refers to anything that interferes with or distorts the communication process. Noise can be external to the source and receiver such as the physical noise of campus construction or a sounding fire alarm. Noise can also be rooted inside the source or receiver such as the psychological noise of daydreaming about Friday night plans or the physiological noise of exhaustion. Sixth, feedback refers to the response that a receiver sends back to a sourc e. The presence of feedback in this model of communication reminds us that communication is a jointly enacted process rather than something we can do alone. As a receiver sends feedback, he or she switches positions with the source; that is, the receiver becomes the source and the source becomes the receiver. Finally, context refers to the time

  21. Page 21
    Read page 21 as text

    Your Interpersonal Communication , First Edition 5 and space within which the communication process takes place. Both macro or global factors , such as the physical and historical environment , as well as the micro or local factors , such as the specific environment in which the communication takes place , are impactful on the communication process. The figure below offers a visual representation of these components. 3. What is the difference between the content and relational levels of interpersonal communication? Communication is bi - dimensional. By this, we mean that all messages contain both content and relational dimension. First, the content dimension refers to the substance of the message; that is, what the source is trying to send to the receiver. Often times, the content of a message is sent using verbal codes. In contrast, the relational dimension of a message tells the receiver how to interpret the tone of the message. Thus, it focuses not on what is at the heart of the message, but rather on how the message is communicated. Often times, the relational dimension of a message is communicated using nonverbal codes such as tone of voice, facial expressions, or body language. Follow - up question: Provide an example of a situation when either nonverbal messages served both the content and relational functions or when verbal messages served both the content and relational functions? 4. What are the five traits that make up the Big Five model of personality? How are these traits related to your communication behavior? The Big Five personality model, proposed by psychologists Robert McCrae and Paul Costa, argues that there are five main traits that comprise a person’s personality. A person might score high or low regarding each dimension. These traits are: (a) openness, (b) conscientiousness, (c) extraversion, (d) agreeableness, and (e) neuroticism. First, openness refers to the degree to which a person is intellectually

  22. Page 22
    Read page 22 as text

    Instructor’s Manual 6 curious, imaginative, or creative. Those who rank high in openness are often perceived by others as unique and individualistic. Second, conscientiousness refers to the degree to which a person is goal - driven. Those who rank high in conscientiousness are often viewed by others as hard working, intelligent, and dependable. Third, extraversion refers to the degree to which a person enjoys socializing and talking with others. Individuals who rank high in extraversion are often viewed by others as assertive and action - oriented individuals who embrace new opportunities. Fourth, agreeableness refers to the degree to which a person approaches interaction with a positive orientation. Those who rank high in agreeableness are perceived by others as friendly and easy to get along with due to their considerate disposition. Finally, neuroticism refers to the degree to which a person deals with intense emotions such as anxiety, anger, and/or depression. Individuals who rank high in neuroticism are often viewed by others as impatient and threatening to pleasurable interaction. The figure below offers a visual representation of these traits. Follow - up question: Which of the five traits do you feel most strongly impacts your communication? Why? 5. How are your biology (neurology), psychology (temperament), and communication behaviors related? Would you consider your communication style to be learned, influenced by the genes you inherited by your family members, or both? Explain. A person’s psychology or temperament is an example of one of the “nature - related” (as opposed to “nurture - related”) factors that influence a person’s communication behavior. Nature - related factors are biological/neurological or innate to us as human beings. This perspective — that nature - related factors such as a person’s temperament influences their communication behaviors — complements the traditional perspective that communication is a learned process. The figure below provides a visual representation of the relationship between neurology, psychology, and communication.

  23. Page 23
    Read page 23 as text

    Your Interpersonal Communication , First Edition 7 I believe that my communication style has been influenced by both the lessons I have learned observing others throughout my lifetime and my biological makeup, which includes my personality. Although it is difficult for research to support the nature hypothesis due to the inability to prevent others from learning from their social networks, patterns of communication evident in my multi - generational family line are highly persuasive of the link between biology and communication behavior. 6. How do the six interpersonal communication motives influence the communication in your relationships? Interpersonal communication motives are relatively stable characteristics that explain why people communicate with others. These motives put forward by Rubin and her colleagues include: (a) pleasure, (b) affection, (c) inclusion, (d) escape, (e) relaxation, and (f) control. First, when people communicate to have fun or be entertained, they are motivated by pleasure. For example, when I get spare time, I enjoy calling my friends to catch up. These interactions are usually comprised of stories, shared memories, and most importantly, laughter. Second, when people communicate to express or receive love, they are being motivated by affection. For example, when I engage my infant son in a nightly ritual of “I love you more than…” my goal is to use communication to remind him how much I love and value him. Third, when people communicate to establish a connection with other people, they are being motivated by inclusion. For example, I often take the time to enjoy lunch with my colleagues. Through friendly conversation, we maintain and strengthen our professional and personal relationships. Fourth, when people communicate to avoid potentially stress - inducing situations, they are motivated by escape. For example, I often find myself choosing to respond to emails rather than complete a time - sensitive project with which I have been struggling. Fifth, when people communicate to unwind or reduce pressure that accumulated during the day, they are motivated by relaxation. For example, I unwind from my busy day by taking a long “talking walk” with my husband. This ritual helps me feel at ease as I prepare to sleep. Finally, when people communicate to influence compliance in others, they are motivated by control. For example, when I interact with our department student assistant, I do so for this reason. My main goal is to inform her of the tasks I need accomplished that day.

  24. Page 24
    Read page 24 as text

    Instructor’s Manual 8 Activities and Assignments TRANSACTIONAL MODEL APPLICATION Analyze your interaction with a member of your close personal network. The next time you are contacted by a friend, family member, or significant other, analyze the interaction by addressing the following questions: 1. What was the message that your network member actually sent? What was the meaning you took from the message that was sent? How, if at all, were these messages different? Why do you think they were different? 2. What verbal and nonverbal codes and channels did the network member use when communicating this message? Were they effective choices? Why or why not? 3. What verbal and nonverbal codes and channel did you use when providing feedback to your network member? Were they effective? Why or why not? 4. Did noise interfere with the transmission of the message? If so, what, if anything, could you have done, to prevent this noise? 5. Describe both macro - and micro - contextual factors that influenced the communication. Topic: Understanding Your Interpersonal Communication IF ONLY I COULD TAKE IT BACK Describe a time when you wished that communication was reversible. Provide the following details: 1. Describe the situation in which the communication occurred. 2. Describe exactly what you expressed verbally and nonverbally. 3. In retrospect, why did you choose the verbal and nonverbal codes you used? 4. After careful consideration, why do you wish communication was reversible in this instance? In other words, why do you view the exchange as problematic? 5. If you were given the opportunity to redo your exchange, what would you have done differently? Why did you suggest each change?

  25. Page 25
    Read page 25 as text

    Your Interpersonal Communication , First Edition 9 6. Knowing that communication is irreversible, what will you do differently the next time you experience a similar situation in order to prevent the problems that resulted from this interaction? Topic: Characteristics of Interpersonal Communication WHAT IS YOUR TRUE COLOR? Complete the “True Colors” worksheet at the end of this section and answer the following questions: 1. Which color best reflects your personality? 2. Do you agree with the results of your assessment? Why or why not? 3. Describe an instance when this personality characteristic helped you foster a positive interpersonal relationship? 4. Describe an instance when this personality characteristic hindered you from fostering a positive interpersonal relationship. Color Interpretations For interpretations of each color, please see True Colors at Work by Mary Miscisin available at http://truecolorstest.com/Presentations/TrueColors - Work - Article.htm Topic: Personality and Interpersonal Communication GENDER AND TECHNOLOGY ON CAMPUS Analyze your campus culture in terms of rules that are relevant to interpersonal communication. Address the following questions: 1. What gender differences exist when it comes to dating? Are there various rules that only apply to men or women? What would happen if the opposite sex attempted to follow these gender rules? 2. What rules exist regarding the use of technology in dating? In relationship initiation? Is Likealittle (lal.com) active on your campus? If so, what role does it play in developing interpersonal relationships? What role do other forms of technology such as Facebook, Blackboard, Angel, and YouTube play in terms of developing, maintaining, or hurting interpersonal relationships? Topic: Gender, Culture, Technology, and Interpersonal Communication

  26. Page 26
    Read page 26 as text

    Instructor’s Manual 10 TRUE COLORS INVENTORY WORKSHEET 1 Instructions: Review the word clusters that appear in each of the following five rows: Place a “4” next to the cluster that describes you best; place a “3” next to the cluster that describes you second best; place a “2” by the cluster that describes you third best; place a “1” by the cluster that describes you least. When you are finished, add up the total points for each of the four columns. The color with the highest score is said to be your “true color.” Active Organized Nice Learner Variety Planner Helpful Scientific Athletic _______ Neat _______ Friendly _______ Private _______ Competitive Clean Caring Curious Action - Oriented Punctual Other - oriented Inquisitive Fun _______ Honest _______ Empathic _______ Questioner _______ Playful Helpful Kind Independent Adventurous Trustworthy Understanding Explorer Quick _______ Dependable _______ Giving _______ Self sufficient _______ Busy Rule Follower Generous Critical Free Useful Animal Lover Problem Solver Winner _______ Thrifty _______ Collegial _______ Challenging _______ Exciting Prideful Optimistic Mathematical Lively Traditional Easy Going Sense - makers Hands - On ______ Ethical _______ Natural _______ Reader _______ TOTALS Orange __________ Gold __________ Blue __________ Green __________ 1 Adapted From: Miscisin, M. (2004) Showing our true colors . True Colors Inc. Publishing and work featured on http://www.true - colors.com/index.html

  27. Page 27
    Read page 27 as text

    Your Interpersonal Communication , First Edition 11 Chapter 2: Understanding Self, Personality, and Communication Learning Objectives In this chapter, you will help students understand 1. The differences between self - concept and self - esteem. 2. How self - concept and self - esteem affect communication. 3. The difference between personality and communication traits. 4. How your communication apprehension affects your interpersonal communication. 5. The difference between assertiveness and responsiveness. 6. The four social styles that comprise your socio - communicative orientation: amiables, analyticals, drivers, and expressives. 7. How to differentiate between the identity management characteristics of public and private self, of pragmatic and principled self, and of high and low monitors. 8. Each of the identity management strategies. Concise Chapter Summary This chapter explores the role the self plays in our communication and interpersonal relationships. Because interpersonal communication involves the negotiation of meaning between two individuals, factors related to each individual, are essential to explore. These include self - concept, self - esteem, communication traits, and identity management. The chapter highlights the various ways that biology, specifically personality, combines with social factors to influence our experience of the self and, in turn, our communication and interpersonal relationships.

  28. Page 28
    Read page 28 as text

    Instructor’s Manual 12 Sample Answers for Discussion Questions (p. 59) 1. Differentiate between self - concept and self - esteem. How are they related to communication? A person’s self - concept is the sum total of their knowledge and understanding about his or her self. It involves the set of perceptions they have about their self. There are many important characteristics of the self - concept. First, self - concept is learned. This means that our understanding of our self is not present at birth; instead, it develops as a result of our interactions with others. Second, self - concept is multifaceted. This means that there are many components to a self - concept. Third, self - concept is socially constructed. This means that it is impacted by factors taking place on the societal level. As a result, a person’s self - concept may change due to their life experiences. A person’s self - esteem is related to their self - concept in that self - esteem refers to the appraisals a person makes about his or her worth. Just as self - concept is multifaceted, self - esteem is multidimensional. This means that self - esteem is comprised of many dimensions including the cognitive dimension or evaluations about your ability to learn, the social dimension or your evaluation about your ability to interact effectively with others, and the physical dimension or your evaluation regarding your body image and level of attractiveness. Self - esteem is also impacted by both nature - and nurture - related factors. Thus, self - evaluations are both genetically driven and learned through interactions with others. Self - concept and self - esteem are both integral to the communication process. First, self - concept and self - esteem impact how motivated you are to communicate with others. For example, people who have low social self - esteem would be less likely to interact with others than those who have high social self - esteem because they negatively evaluate their ability to relate with people. Second, self - concept and self - esteem impact our own expectations and expectations others have of us. For example, those who have high cognitive self - esteem may expect themselves to do well on exams. As a result of the self - fulfilling prophecy, th e expectation may actually influence their study habits and, as a result, their performance on the exam. Likewise, others’ expectations of us also have a significant impact on our behaviors, making them more likely to come true. 2. What is communication apprehension, and how does it affect your communication? Communication apprehension is an example of a communication trait — an enduring consistency in message - sending and message - receiving behavior experienced by an individual. Specifically, communication apprehension is a form of social anxiety which refers to the level of fear an individual experiences before real or anticipated communication with others. Individuals who are high in communication apprehension are more likely to avoid or withdraw from communication with

  29. Page 29
    Read page 29 as text

    Your Interpersonal Communication , First Edition 13 others. They are also more likely to experience verbal disruptions or engage in over communication when interacting with others. Follow - up question: In what contexts do you experience communication apprehension? What steps have you taken to reduce the impact of the apprehension on your behavior? 3. What are the four socio - communicative orientations? Provide an example of a person you know who exemplifies each style. A person’s socio - communicative orientation refers to their level of responsiveness and assertiveness when communicating with others. These two factors — responsiveness and assertiveness — can be combined to create four specific socio - communicative orientations. These are: (a) amiables, (b) analyticals, (c) drivers, and (d) expressives. Amiables are high in responsiveness but low in assertiveness. They are often perceived by others as relational specialists because they work well with people. Amiables are well suited for careers in helping fields. I would consider myself an amiable. As a communication professor who specializes in interpersonal and family communication, I enjoy being helpful to my students both in terms of their academic and relationship development. Second, analyticals are low in both responsiveness and assertiveness. They are often perceived by others as technical specialists due to their likeliness of experiencing communication apprehension. They are well suited for careers in engineering and the natural sciences. In my prior position, I had the opportunity to work with engineering majors who were required to take a course in intercultural communication in order to complete their degree. Many of those students were analyticals who experienced fear when communicating with others. Third, drivers are low in responsiveness but high in assertiveness. They are often perceived by others as control specialists because of their desire to lead. They are well suited for careers that involve leadership and control such as management and politics. I would consider my husband a driver because of his comfort asserting his beliefs and opinions and his competence serving in leadership positions. Finally, expressives are high in both responsiveness and assertiveness. They are often perceived by others as social specialists because of their skilled communication. Because they like to be noticed by others, they are well suited for careers in sales and the arts. Each day I work with a number of communication majors who can be described as expressives. Many of them minor in business or in musical theatre which reflects their ambitious, enthusiastic, and dramatic orientations.

  30. Page 30
    Read page 30 as text

    Instructor’s Manual 14 The figure above offers a visual depiction of the relationship between high and low responsiveness and assertiveness and the four socio - communicative orientations that emerge from their combination. 4. What is the difference between the public self and the private self, and what is the difference between the principled self and the pragmatic self? Identity management, a concept rooted in Erving Goffman’s notion of face, is the process of attempting to control the impressions others have of us. This process involves the careful negotiation of the private self or identity with the public self or identity. The private self refers to the person we believe ourselves to be in times of honest reflection. Some people refer to this as the “real” me. In contrast, the public self refers to the self we try to project to others. It can be considered our “public image.” Also tied to the process of identity management are the pragmatic self and principled self. These terms refer to people’s beliefs regarding the appropriate degree of identity management. People who embrace the pragmatic self see identity as flexible, adaptive, and context bound. They believe that engaging in identity management allows them to achieve personal goals. In contrast, people who embrace the principled self believe that identity should be stable and consistent across contexts. Thus, they are unlikely to engage in identity management. Follow - up question: Do you embrace your pragmatic or principled self? Describe positive and negative implications of embracing either the pragmatic or principled self. 5. How do situation and personality work together to influence impression management? Two major factors work together to influence how a person manages his or her identity. They are situational factors and personality factors. First, situational factors deal with the characteristics of the context in which the communication is taking place. It is more important to engage in impression management in some contexts than in others. For instance, one is more likely to engage in impression management on a first date than when on a date with their lifetime partner. Second, personality factors deal with individual differences that impact impression management. One noted personality factor is the degree to which a person engages in self - monitoring — the internal process of being aware of yourself and how you are coming across to others. Although people would be likely to engage in impression management when on a first date, high self - monitors would put more care and attention into this process than low self - monitors. Therefore, both situational and personality factors work together to influence the degree to which a person practices impression management. Follow - up question: Describe five situations when you believe impression management is important. What specific steps do you suggest a person take to manage their identity in each of the five situations?

  31. Page 31
    Read page 31 as text

    Your Interpersonal Communication , First Edition 15 6. What are some identity management strategies? There are multiple strategies that a person can use to manage their identity. Identity management strategies that apply to most relationships include (a) managing your appearance, (b) managing your first impressions, and (c) managing your online identity. First, appearance refers to the personal factors that people use to shape their image. For example, people can put careful attention into the clothing they choose to wear; their grooming behaviors; and their use of artifacts such as tattoos, makeup, and jewelry. Second, since many people often judge someone quickly upon meeting them, it is important to put effort into managing the first impression you make on another person. Things to consider during this time are: the appropriateness of your greeting behavior, the confidence of you voice, your use of gestures, and the way you respond to your communicative partner. Finally, because of the technological age in which we live, it is essential to manage your online identity. This process is especially important for individuals who engage in social networking through sites such as Facebook or MySpace. Things to consider doing include: removing potentially damaging pictures or information from social networking profiles, using privacy features to control who has access to your social networking profiles, exploring the internet to see what information is posted about you, and taking steps necessary to remove unwanted information about you that appears online. Activities and Assignments SELF - FULFULLING PROPHECIES IN THE CLASSROOM Watch the video titled “Learning Behavior” that appears on YouTube at http://www.youtube.com/watch?v=3YIwlajUpfY . Address the following questions: 1. What are the four communication - related factors that impacted the student outcomes? 2. How is the Pygmalion effect similar to or different from the self - fulfilling prophecy? 3. What characteristics of self - concept and self - esteem does the video reinforce? Topic: Understanding the Self IDENTITY CONSTRUCTION IN POPULAR CULTURE Choose an issue of a popular magazine such as People Magazine, Glamour, Cosmopolitan, ESPN, The Magazine , or Sports Illustrated on which to focus this exercise. Carefully review each story that appears in the issue. After doing so, address the following questions: 1. On what kinds of identities is the issue focused?

74 more pages in the full document

Unlock it once and it stays in your library, ready to chat with or turn into flashcards.

Unlock the full document

More Business Management study materials

See all

Study this document with CramX

Once it is in your library, every tool can work from it.